Current Continuing Professional Development Research Articles

Using eHealth Data to Inform CPD for Medical Practitioners: A Scoping Review with a Consultation Exercise with International Experts.

eHealth data analytics is widely used in health care research. However, there is limited knowledge on the role of eHealth data analysis to inform continuing professional development (CPD). The aim of this study was to collate available research evidence on the use of eHealth data for the development of CPD programs and plans for medical practitioners. A scoping review was conducted using the six-stage Arksey and O'Malley Framework. A consultation exercise (stage 6) was performed with 15 international experts in the fields of learning and practice analytics to deepen the insights. Scoping review. The literature searches identified 9876 articles published from January 2010 to May 2022. After screening and full-text review, a total of nine articles were deemed relevant for inclusion. The results provide varied-and at times partial or diverging-answers to the scoping review research questions. Consultation exercise. Research rigor, field of investigation, and developing the field were the three themes emerged from analysis. Participants validated the scoping review methodology and confirmed its results. Moreover, they provided a meta-analysis of the literature, a description of the current CPD ecosystem, and clear indications of what is and should be next for the field. This study shows that there is no formal or well-established correlation between eHealth data and CPD planning and programming. Overall findings fill a gap in the literature and provide a basis for further investigation. More foundational work, multidisciplinary collaborations, and stakeholders' engagement are necessary to advance the use of eHealth data analysis for CPD purposes.

Continuing Professional Development for Radiation Oncologists: Where are the Gaps and Barriers?

Continuing professional development (CPD) involves continuing medical education (CME), as well as educational activities to enhance research, teaching and leadership skills. Although CPD has been well explored in other specialties, the literature pertaining to radiation oncology is lacking. We sought to evaluate current CPD practices of radiation oncologists (RO) and identify unmet needs and barriers. An online survey on CPD was developed in English and French, approved by ethics board, and emailed to all RO departments across Canada. Respondents' current practices, preferences, barriers, and needs were explored across the CPD domains of CME, research, teaching and administrative skills. One-hundred twenty-four radiation oncologists completed the survey with representation across all listed disease sites and provinces. Respondents had an average 13.6 years of experience as staff (6 months to 38 years) and 96% were affiliated with a university. ROs indicated the most helpful resources for CME were reading journal articles (27%), attending tumor boards (25%), conferences (19%), informal discussion with colleagues (11%), free online websites (e.g., NCCN) (4%) and Twitter (3.5%). Lack of time was unanimously regarded as a barrier for CME. Other barriers included growing clinical workloads, expanding literature, and a lack of renumeration for CME. The mean score was 3.5/5, between "neutral" and "satisfied" for "satisfaction that CME needs are met" on a 5-point Likert scale. Seventy-six percent of respondents are currently engaged in research, with 46% involved as a research supervisor. However, only 35% had protected time for research (ranging from 10-80% FTE). Time (89%), funding (63%) and human resources (63%) were cited as barriers. Respondents wanted to improve skills in statistical analysis, clinical trial design and grant writing. Most researchers (78%) were comfortable with quantitative methodologies. Conversely, only 35% were comfortable with qualitative methods. Nearly all respondents (98%) were involved with clinical teaching. While the majority of respondents were satisfied with their teaching ability, many wanted to improve skills in coaching, providing feedback and delivering lectures. The preferred learning formats for improving these skills were either workshops at conferences or online. Half of the respondents are currently in an administrative/leadership role, and of those that are not, only 30% were interested in pursuing future leadership positions. The main barriers cited were time and the experience required. Overall satisfaction scores for current CME practices were mediocre amongst Canadian radiation oncologists - a group that is mostly in university-affiliated/academic practices with 98% involved in clinical teaching. There are notable barriers and unmet needs in research, teaching and administration - highlighting potential areas for future CPD initiatives in radiation oncology.

Musculoskeletal physiotherapists reasons for treatment selection and continuous professional development practices in the United Kingdom: A cross-sectional survey

PURPOSE: The aims of the study were two-fold 1) to explore the treatment modalities musculoskeletal physiotherapists are utilising and the underlying reasons why and 2) report current continuing professional development (CPD) practises and their perceived effectiveness. METHODS: Using a cross-sectional questionnaire, musculoskeletal physiotherapists in the United Kingdom (UK) were invited to complete an online survey. The survey captured respondents’ professional characteristics and their main reason for selecting a range of treatments sub-grouped into three broad categories; Manual Therapy, Treatment Modalities and Education Based Approaches. Respondents were asked to report their CPD practises and their perceived effectiveness. Data was converted into proportions with lower and upper limits of the 95% confidence interval (CI). Likert scale questions were treated as numeric variables with the mean and standard deviation (SD) calculated for combined responses. RESULTS: Of the 414 responders, 408 were eligible for analyses. The most common reason for treatment selection, based upon a combined total of 9792 responses across all treatment modalities, was content taught in ‘entry-level training’ (n = 2010, 20.5%, 85% CI 20 to 21), followed by ‘practice related courses or CPD events’ (n = 1241, 12.7%, 95% CI 12 to 13). ‘Self-reflection’ was the most common form of CPD (n = 404). All forms of CPD were considered ‘effective’ for developing knowledge and skills except ‘clinical audit’ and ‘journal clubs’ which were rated as ‘indifferent’ by respondents. CONCLUSIONS: Treatment technique depends heavily on skills taught in entry-level training. Despite research articles amongst the most utilised forms of CPD, a disconnect exists in its implementation as the main driver of treatment selection. A wide range of CPD activities were undertaken by participants and rated as ‘effective’ for acquiring and applying physiotherapy related skills.

A national survey of the radiotherapy dosimetrist workforce in the UK.

To undertake a national survey of the Radiotherapy Dosimetrist workforce within the UK; examining different attributes and experiences, comparing results with published evidence within the literature. A national, anonymised survey was undertaken between Dec 2020 and end of Feb 2021; employing a mixed-methods approach and blend of closed, open-ended answer choices and free-text comments. Questions included range of training routes and job titles; registration status; job tasks and engagement with Continuing Professional Development (CPD). A total of 223 individuals responded. Nearly half were trained via therapeutic radiography; approximately, a fifth through a clinical technologist/physics routes. Most (70%) had Dosimetrist in their job title. Nearly 70% were statutorily registered, and almost a fifth were in the voluntary register of Clinical Technologists. Most job tasks were in treatment planning - with 57% spending over 70% of their time there. Most notably, 29% were not involved in any CPD scheme. No published evidence showed the same aspects identified here. Our survey showed a unique profile of the Radiotherapy Dosimetrist workforce in the UK, with a variety of training routes and statutory registration status. Nearly, a third were not engaged in a CPD scheme - adding to the current discussion that perhaps all Dosimetrists should be statutorily registered, for ensuring safe and effective clinical practice. A novel and unique national survey of Dosimetrists working in Radiotherapy in the UK is presented, leading to new insights into current training routes, registration status, job tasks and CPD engagement and needs.

Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana

This paper reports on an exploratory study regarding the current continuing professional development (CPD) situation of basic schoolteachers in Ghana. The study investigates the teachers’ CPD needs, frequency and nature of CPD provisions, and barriers to teachers’ participation in CPD activities. Using a cross-sectional survey involving 456 teachers, the study found that teachers required to be developed in areas of “ICT skills for teaching,” “research and dissemination,” and “teaching students with special learning needs.” It was also revealed that the predominant CPD practices were workshops, in-service training, and continuing education. However, these practices were seldom provided and rarely met the development needs of the teachers. Teachers’ participation in CPD activities were also found to be minimal due to factors such as non-available CPD offerings, lack of pre-requisite information on CPD activities and lack of schools’ support. The study concludes that the current CPD situation of teachers in Ghana reflects a lack of implemented CPD policy framework. There is therefore the need for a broader CPD policy framework that will guide the provision, participation, and CPD practices of teachers in Ghana.

Continuing Professional Development (CPD) in Uncertain Times: Insights from the Italian Actors’ Response to the COVID-19 Crisis

This paper investigates the Continuing Professional Development (CPD) experiences of performing arts professionals during the COVID-19 pandemic in Italy. The research is aimed at examining actors’ approaches and challenges to inform current and future CPD strategies, better suited to address the uncertainties of the social and economic juncture. The following four main themes are elicited by the research: the renewed need for self-directedness in CPD, the struggle to overcome the decrease in CPD opportunities in the workplace environment, the intensification of the use of social media for CPD purposes, and the role of CPD in the diversification of competencies. The investigation shows that CPD is still a relatively underdeveloped subject in the performing arts sector and that the attitudes towards, environments of, platforms for and focus on CPD will benefit from a critical re-evaluation in the postdigital context. Implications of these results for practitioners, policymakers, and public and private organisations are discussed.

Practices, preferences, and opinions of New Zealand veterinarians towards continuing professional development

ABSTRACT Aims: To describe the current practices and preferences of New Zealand veterinarians towards continuing professional development (CPD), explore factors acting as perceived barriers to CPD engagement, and identify opportunities for reforming the current CPD regulations. Methods: A cross-sectional survey of all veterinarians registered with the Veterinary Council of New Zealand (VCNZ) was conducted in October 2019. Descriptive statistics were provided for all quantitative study variables and thematic analysis was performed on the free-text survey comments to identify key issues regarding the current CPD regulations in New Zealand. Results: Complete survey responses were provided by 222/3,484 (6.4%) registered veterinarians. Most respondents (153/222; 68.9%) were satisfied with the amount of CPD completed and spent a mean of $2,511 (median $2,000; min $0; max $20,000) on CPD activities each year. The most popular CPD formats were those involving collegial interaction including conference and skills training workshops. The choice of CPD activities was most commonly influenced by interest in the topics and the desire to become more competent in their work while the main barriers were difficulties fitting CPD around work and family commitments. There were 164 (73.9%) respondents who cited at least one occasion in the previous 12 months where participating in CPD caused them to modify their existing practices. Thematic analysis of the free-text comments revealed several major themes related to the administrative burden of recording CPD activities under the current regulatory framework, and the need to develop CPD plans tailored towards the unique circumstances and goals of individual veterinarians. Respondents also expressed concerns over the reliability of using CPD record audits for evaluating professional competency. Factors identified as being the most helpful for improving the current CPD framework were simplifying the CPD points categories and developing a mechanism to record and share CPD activities in real-time. Conclusions: While most respondents felt there was significant value in completing CPD, the current regulatory framework was perceived to be administratively burdensome and inflexible in allowing them to tailor CPD activities to match their unique employment situation, learning style and professional goals. Clinical relevance: Providing resources that could assist veterinarians to design and implement tailored CPD programmes may improve professional and personal outcomes. However, further research is needed to develop more effective mechanisms for identifying veterinarians who are not performing competently without placing excessive administrative burdens on those who are.

Engagement of Jordanian Physicians in Continuous Professional Development: Current Practices, Motivation, and Barriers.

BackgroundMandatory relicense of all physicians in Jordan went into effect at the beginning of May 2018. The bylaw states that all physicians should engage in Continuing Professional Development (CPD) in order to upgrade their knowledge and maintain competency as a prerequisite to renew their license every 5 years. The characteristics of effective CPD are different from one country to another. Jordan has decided to link CPD to mandatory relicense; however, no research has been done to identify the factors that influence CPD offerings, needs, practices, experiences, and effectiveness in the healthcare sector in Jordan. This paper reviews the history of CPD and CME, and the different options to upgrade and improve the competence of physicians. It explores the current practices, motivation, and barriers for physicians to get engaged in CPD activities in Jordan.PurposeThe purpose of this research was to provide a better understanding of the state of CPD in the healthcare sector in Jordan with a view to informing the development of Jordan’s first CPD framework. The findings of this research will provide policymakers with baseline information concerning current CPD practices, experiences, and attitudes of physicians towards CPD, and enablers and contributors to effective CPD in Jordan.MethodsStratified clustered self-selected participants that represented physicians working at all healthcare sectors in Jordan were used in this study. A structured pre-tested self-reported questionnaire was used to collect the data. A total of 457 physicians were included in the sample according to one-proportion sample size calculation method, and they were distributed among the healthcare sectors based on their shared proportions.ConclusionDespite considerable evidence supporting the role of CPD in maintaining competency of physicians, participating in CPD activities in Jordan is compromised by lack of mandatory laws and barriers related to staff shortage, heavy workload, limited funds, lack of time, and cost. Personal interests and career progression are the top motivators for CPD. Most Jordanian physicians are interested in CPD activities related to health/medical informatics and enhancing their skills in evidence-informed practice. We recommend that future interventions and health policy directions should be informed by these findings in order to optimize uptake of CPD programs in Jordan.

Continuing professional development opinions and challenges experienced by radiographers in KwaZulu-Natal Province, South Africa

Background. Continuing professional development (CPD) was introduced as a method to ensure that healthcare professionals continuously update their knowledge and skills. In South Africa (SA), CPD has been adopted as a mandatory requirement by the Health Professions Council of SA (HPCSA) for all registered healthcare professionals. However, despite CPD being mandatory, a number of healthcare professionals nationally are still non-compliant. Hence, research was conducted to determine the reasons for non-compliance. Objective. To identify the opinions and challenges related to CPD compliance by radiographers working in KwaZulu-Natal (KZN) Province, SA. Methods. A positivist paradigm and cross-sectional research design were used. The methodology was quantitative and the measuring instrument was a survey questionnaire. The majority of questions were closed-ended and a few were open-ended. The latter questions allowed participants to make suggestions and give opinions freely. Radiographers from all four disciplines in radiography, working in KZN, were included in this study. Quantitative data were analysed using SPSS version 23.0 (IBM Corp., USA). Open-ended questions were assessed qualitatively by means of coding and thematic analysis. Results. This study revealed that the two most common challenges experienced by KZN radiographers were lack of time and the inability to attend CPD activities owing to shift work. The majority of participants acknowledged the importance of CPD; however, most indicated engagement with CPD only because of mandatory requirements by the HPCSA. This could imply a need to review the effectiveness of the current CPD processes. Conclusion. In a profession such as radiography, which is constantly evolving and progressing, the need for CPD is indisputable. It is evident from the findings of this study that KZN radiographers acknowledge the importance and value of CPD in their profession. However, they experience a number of challenges that negatively affect their CPD participation. These challenges need to be addressed to ensure that the aim of CPD is achieved.

“It was two hours […] the same old thing and nothing came of it”

AbstractThis article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.

A survey on preference for continuing professional development among general dental practitioners in Malaysia: A pilot study

Abstract Background: Continuing Professional Development (CPD) is the fundamental components of the Malaysian Dental Council’s policy for improving clinical governance within the dental profession in Malaysia. In Malaysia, participation in CPD activities is compulsory for renewal of practices license. Aim: This study was undertaken to investigate the current CPD practices of Malaysian general dental practitioner (GDP) and to identify the participations in CPD among GDP in Malaysia. Materials and Methods: A total of 114 GDP who attended three CPD program at the Faculty of Dentistry, Universiti Teknologi MARA were invited to participate in a paper-based questionnaire survey to assess their awareness, participation, and opinion toward the CPD program. Results: Of 110 respondents, 81.7% kept a CPD portfolio. About 93.9% of GDP agree it is important to engage with CPD program. Topic in restorative dentistry, esthetic dentistry, and endodontics attracted high level of interest among GDP, while biostatic was the least preferred. Full-day duration hands-on workshops on Sunday and Saturday was the most preferred CPD programs by most of the respondents. Nearly, 83.3% of GDP considered that lack of time was the main obstacles for attending CPD. Conclusion: This study will provide valuable information to assist Malaysian CPD providers and organizers to formulate appropriate approaches and topics during the planning and conducting the CPD courses and programs according to the needs and actual demands.

Striving for the best: WONCA global standards for continuing professional development for family doctors

While all physicians must continue to learn new knowledge through their careers, their post-training continuing professional development (CPD) has received less attention. Problems include lack of support for physicians, frequent deviations from best practices such as mandatory participation, focus on community need, and clear conflicts of interest amongst providers. Additionally, specialists from other disciplines catering to different patient populations often provide CPD for family doctors. The Working Party on Education of the World Organisation of Family Doctors (WONCA) sought to develop global standards in CPD for family doctors. The standards were developed through an iterative process with reference to published best practices for effective CPD. Adapted for family doctors from the World Federation for Medical Education’s CPD for Medical Doctors: WFME Global Standards for Quality Improvement’, the WONCA CPD Standards for Family Doctors were approved by WONCA Council in November 2016. The objectives of the standards are to: (1) Provide a resource for family doctors and/or groups of family doctors to design and structure a program of CPD to reinforce lifelong learning; (2) Optimise current CPD systems such that, through more effective program design and delivery, family doctors are advancing in patient care and their discipline; (3) Offer a set of globally recognised standards developed through a family medicine perspective to provide feedback on existing CPD programs and systems and encourage international recognition of CPD activities. The WONCA Global CPD Standards should inspire best practices in family medicine CPD, assisting family doctors in providing excellent care.

Continuing professional development and Irish hospital doctors: a survey of current use and future needs

Doctors rate clinical relevance and applicability as the most important determinants of continuing professional development (CPD) course selection. This study examined patterns of current CPD practice and perceived CPD needs among hospital doctors in Ireland across various clinical specialties. A cross-sectional survey was administered to doctors, focusing on the areas of training needs analysis, CPD course content and preferred course format. In total, 547 doctors identified doctor-patient communication as the skill ranked highest for importance and level of current performance. Workload/time organisation and stress management were areas where a skills deficiency was identified. Non-clinical CPD topics, including resilience training, management and communication skills, were preferred areas for future CPD offerings. All respondents favoured interactive, hands-on sessions. CPD course completion and preference patterns differed significantly across clinical specialties. These results highlight the importance of considering the individual needs and preferences of clinicians across clinical specialties to facilitate more effective CPD programmes.

Survey of Australasian geriatricians' satisfaction with, and preferences for, continuing professional development.

Continuing professional development (CPD) is an obligation for all Australasian geriatricians; however, there are no systematic data regarding Australian and New Zealand geriatricians' satisfaction with, and preferences for, CPD. To inform understanding of Australasian geriatricians' satisfaction with, and preferences for, CPD. An electronic survey to collect data relating to demographics, current CPD activities, preferred CPD activities and perceived major barriers to CPD was distributed to 706 geriatricians in Australia and New Zealand. Two hundred and thirteen (30%) responses were received. Respondents commonly reported CPD through participation in conferences (n = 205 (96%)) and research/educational activity (n = 146 (70%)). Most respondents agreed that the annual scientific meeting (n = 168 (79%)) and state-based meetings (n = 135 (63%)) are valuable for their CPD. Respondents perceived their professional (n = 155 (73%)) and non-professional (n = 21 (57%)) commitments as the major barriers to quality CPD. Respondents supported additional electronic CPD resources being made available, improved integration of assessment in CPD activities and flexible methods of CPD participation to meet the diverse needs of geriatricians. Respondents perceived the face-to-face CPD opportunities currently available to them as valuable for their CPD but seek additional, flexible products to enable CPD participation based on individual needs and preferences.

Black box towards glass box: 'Mapaloguing' a typology of public health CPD activities in UK in 2011/12.

The 1996 Faculty of Public Health study of specialists continuing professional development (CPD) diaries indicated forward-looking approaches. There has been little substantive research on public health CPD records since. Mixed methods research assessed 795 CPD records/reflective notes from 2011/12. The quantitative methods aimed to analyse types of new learning; a qualitative sub-sample analysis of reflective standards will be reported elsewhere. Many current CPD categories were non-specific and situational, including conferences/workshops and learning as part of the job. These were later classified to a new CPD typology of 13 learning-orientated categories with sub-types. Most (572 = 71.9%) activities fell into current FPH CPD categories that did not identify the learning topic. The new categorization identified four most common CPD learning types: about health protection topics, key specialist knowledge/skills, experiences handling new public health systems and educator/trainer requirements. This new typology illustrates wide-ranging CPD activities, including work-based opportunities from shifts in organizations and policies. A CPD 'Mapalogue' is proposed, with 'Mapaloguing' as an analytical research process, combining mapping of influences and direction of CPD alongside cataloguing actual CPD undertaken. This could inform individual professionals' choice menu for CPD and personal development and increase the profession's transparency and understanding of long-term trends.

Mandatory continuing professional development requirements: what does this mean for Australian nurses

BackgroundThis paper presents a discussion related to the recent decision in Australia to introduce mandatory Continuing Professional Development (CPD) for nurses. Historically there has been international debate surrounding mandatory CPD requirements; this debate is ongoing as Australian nurses face a diverse range of CPD offerings from a variety of providers.DiscussionThe purpose of this paper is to examine how mandatory CPD requirements for national nursing registration in Australia have evolved and to present an analysis of what this will mean for Australian nurses. What is yet to be determined is how to measure professional development and the effectiveness of professional development education. This is important to the international community with consensus in the literature that professional development is linked to ongoing education. Contradicting arguments are presented about whether this professional development should be mandatory.SummaryPresenting a contemporary discussion about the current and potential impact of mandatory CPD requirements for nurses, this discussion paper utilises the case of Australia’s current national policy and CPD operation to examine the choices that nurses make in order to fulfil their legislative requirements. Additional arguments are presented about the barriers nurses face in undertaking CPD. The quest for effective CPD is complex and should incorporate different situations for nurses and individual learning styles.

The future of continuing professional development

Head of Revalidation at the General Dental Council (GDC), Claire Herbert guides us through the regulator’s ongoing review of its current continuing professional development (CPD) requirements.

Continuing professional development crediting system for specialists in laboratory medicine within 28 EFLM national societies

Introduction:Continuing professional development (CPD) with corresponding crediting system is recognized as essential for the laboratory medicine specialists to provide optimal service for the patients. Article presents results of the survey evaluating current CPD crediting practice among members of European Federation of Clinical Chemistry and Laboratory Medicine (EFLM).Materials and methods:A questionnaire had been forwarded to presidents/national representatives of all EFLM members, with invitation to provide information about CPD programmes and crediting policies, as well as feedback on individual CPD categories, through scoring their relevance.Results:Complete or partial answers were received from 28 of 38 members. In 23 countries, CPD programmes exist and earn credits, with 19 of them offering access to non-medical scientists. CPD activities are evaluated in all participating countries, regardless to the existence of an official CPD programme. Among participating members with mandatory specialists’ licensing (22/28), CPD is a prerequisite for relicensing in 13 countries. Main categories recognized as CPD are: continuing education (24 countries), article/book (17/14 countries) authorship and distance learning (14 countries). The highest median score of relevance (20) is allocated to professional training, editor/authorship and official activities in professional organizations, with the first category showing the least variation among scores.Conclusions:Majority of EFLM members have developed CPD programmes, regularly evaluated and accompanied by crediting systems. Programmes differ in accessibility for non-medical scientists and impact on relicensing eligibility. Continuing education, authorship and e-learning are mainly recognized as CPD activities, although the professional training is appreciated as the most important individual CPD category.

Continuing professional development for psychiatrists: surveying current practice in the UK

Aims and methodThe Royal College of Psychiatrists recommends that all psychiatrists undertake continuing professional development (CPD) as part of their personal development plan (PDP) and that, for quality assurance, all CPD activity is approved by their peer groups. We conducted a regional survey (Survey I) of consultant psychiatrists attending a regional conference of the College to assess their current CPD practice, and a more detailed national survey (Survey II) into sessional time for CPD and peer group activity of all consultant psychiatrists and staff grade, associate specialist and specialty (SASS) doctors.ResultsThe surveys showed some similarities. Survey I (n = 36) showed that 83% of consultants had a current CPD certificate and that consultants experienced significantly more difficulty in achieving their ‘internal’ compared with ‘external’ CPD requirements (39% v. 20%). Survey II (n = 2632) showed that 98% of our sample thought CPD was important for revalidation. Despite this, over 50% had difficulty accessing CPD time regularly in their timetable. In total, 97.4% of consultants and 85.7% of SASS doctors were in peer groups.Clinical implicationsA revised CPD policy must give credit to peer group meetings and set out more clearly the distinction between the types of CPD activity psychiatrists undertake. We recommend more robust job planning to enable psychiatrists to fulfil their CPD requirements in the face of competing demands on their clinical time and reducing resource.

Radiographers' experiences on learning arenas, learning needs and lifelong learning in the radiography profession

AbstractPurpose: This study aims to qualitatively explore radiographers' learning needs and to better understand important learning arenas for radiographers in order to promote lifelong learning (LLL). Lifelong learning and continuing professional development (CPD) are both activities and catalysts for exploring the learning needs of radiographers. Investigating radiographers' learning needs and the location for best learning is important in order to effectively utilise current and future CPD programmes and directives. Methods: Six radiographers working in a public Norwegian medical imaging department (MID) took part in the study. A combination of individual interviews and a focus group were used. Grounded Theory (GT) was used to qualitatively explore the learning needs and learning arenas important to these radiographers. Results: The radiographers defined their work place as the best learning arena. On‐the‐job training, knowledge sharing through peer practice and interdisciplinary collaboration were important in the learning process. The radiographers placed a strong importance on technical sub‐specialising in modalities as well as reflecting on the completeness in the radiographic role. The need for a better merge between theoretical education and applied radiographic practice was identified. Conclusion: Experiential learning was found to be central to the radiographers' learning. The learning needs of the radiographers embraced specialisation as well as the theoretical domain and there was evidence that the rapid technological pace impacted upon the radiographers' sense of achievement, motivation and adequacy. The participating radiographers acknowledged the necessity of lifelong learning, but also called to attention the importance of collegial guidance, interprofessional collaboration and feedback in creating a reflective practitioner.